A Phenomenological Inquiry on Teacher Feedback Strategies in Shaping Learners’ Motivation

This study explored how different forms of teacher feedback influenced students’ motivational responses and learning behaviors in a Grade Four classroom in Marilog District, Davao City. Grounded in the principles of formative assessment and Self-Determination Theory, the research examined how different feedback strategies influence learners’ motivation, engagement, and learning behaviors. Using a qualitative research design, data were gathered from Grade Four teachers through interviews and thematic analysis was employed to identify key patterns and insights. Teachers highlighted the need to balance correction and encouragement while being mindful of learners’ emotional sensitivity. Despite these challenges, teachers demonstrated the use of constructive and learner-centered feedback strategies such as positive reinforcement, specific and actionable feedback, interactive and immediate feedback, and adaptive feedback practices across contexts. Furthermore, the study found that feedback serves as a catalyst for motivation and engagement by promoting self-regulated learning, strengthening teacher–student relationships, and increasing learners’ academic involvement. The findings underscore the importance of feedback that supports not only academic development but also learners’ emotional and motivational growth. The study concludes that effective teacher feedback is essential in fostering motivation and engagement among Grade Four learners. It recommends that teachers adopt structured, learner-centered, and emotionally responsive feedback practices, and that schools provide professional development opportunities to enhance teachers’ feedback literacy.

Teacher feedback, learner motivation, academic engagement

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